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Upper Elementary Years : Ensuring Success in Grades 3-6.
Offering a child-centered approach for teaching 8- to 12-year-olds, this detailed resource discusses child development, instruction and assessment, and professional growth and advocacy.
| Autor principal: | |
|---|---|
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks :
SAGE Publications,
2008.
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| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover
- Contents
- Preface
- Purpose and Audience
- Background
- Organization of the Book
- Data Sources and Collection
- Acknowledgments
- Publisher's Acknowledgments
- About the Author
- Chapter 1
- Why Focus on Upper Elementary Grades and Students?
- Upper Elementary Children and Grade Levels
- Defining Upper Elementary Teachers: Their Practice and the Profession
- Developmentally Appropriate Practice
- Professional Support
- Advocating for Upper Elementary Students
- Chapter 2
- Development of 8- to 12-Year-Old Children
- Development as Learners
- Cognitive Development
- Language Development
- Development as Individuals and Members of Society
- Development of Sense of Self
- Autonomy and Relatedness
- Doing What is Right
- Physical Development
- Refining the Broad Strokes of Generalizations
- Chapter 3
- Children as Members of Groups
- Situating Group Differences: Biological, Cultural, and Societal Influences
- Biological Influences
- Cultural Influences
- Social, Historical, and Economic Influences
- Ethnic and Racial Group Affiliation
- Race and Ethnicity: Relation to Achievement
- Race and Ethnicity: Relation to Social Development
- Socioeconomic Group Affiliation
- Socioeconomic Influences on Achievement
- Socioeconomic Influences on Social Development
- English-Language Learners
- English-Language Learners and Achievement
- English-Language Learners and Social Development
- Gender Affiliation
- Gender and Academic Achievement
- Gender and Social Development
- Gender and Physical Development
- Exceptional Learners
- Achievement of Exceptional Learners
- Social Development of Exceptional Children
- The Holistic Child: Mixing Group Identities
- Chapter 4
- Individual Developmental Differences
- Individuals as Learners
- Variation in Cognition and Intelligence.
- Variation in Motivation to Learn
- Variation in Expressions of Creativity
- Exceptional Variation
- Variation in Development of Self-Concept and Social Competency
- Physical Variation
- Summary
- Chapter 5
- Children's Lives Outside of School
- The Multiple Contexts of Children's Lives
- Family and Home
- Friends and Peers
- Neighborhood and Community
- Other Important Contexts
- How Children Spend Time Outside of School
- Adult-Organized, Sponsored, or Supervised Activities
- Child-Driven Activities
- Summary
- Chapter 6
- The School Environment: Supporting Accomplishment, Belonging, and Engagement
- School Role in Developing a Sense of Accomplishment
- Defining and Measuring Accomplishment
- Adult Expectations for Accomplishment
- Student Expectations for Accomplishment
- School Role in Developing a Sense of Belonging
- Inviting Spaces and Warm Adult Relations
- Belonging within the Peer Network
- Extending the Sense of Belonging to Family
- Extending Belonging to the Community
- School Role in Engaging Students Academically, Socially, and Physically
- Academic Engagement
- Social Engagement
- Physical Engagement
- School Culture, Organizational Structures, Policies, and Procedures
- School Culture
- School Organization, Policies, Procedures, and Resources
- Summary
- Chapter 7
- The Classroom Environment: Supporting Accomplishment, Belonging, and Engagement
- Classroom Role in Developing a Sense of Accomplishment
- Academic Accomplishment
- Social Accomplishment
- Physical Accomplishment
- Classroom Role in Developing a Sense of Belonging
- Belonging in a Community
- Joy and Cooperation
- Democracy and Equity
- Care and Nurture
- Extending Community to Others
- Classroom Role in Developing a Sense of Engagement
- Academic Engagement
- Social Engagement
- Physical Engagement
- Summary.
- Chapter 8
- Teaching and Learning
- Important Knowledge
- Addressing What Students are Expected to Know
- Addressing Student Interest and Knowledge
- Using Knowledge to Meet Student Needs for Accomplishment, Belonging, and Engagement
- Selecting or Designing Appropriate Assessments
- Assessing Acquisition of Desired Knowledge
- Assessing Students' Prior Knowledge and Knowledge Assimilation
- Using Assessment to Meet Diverse Students' Needs for Accomplishment, Belonging, and Engagement
- Delivering Instruction
- Teaching the Content
- Teaching the Students
- Using Instruction to Meet Diverse Students' Needs for Accomplishment, Belonging, and Engagement
- Importance of Aligning Content, Instruction, and Assessment
- Putting the Pieces Together
- Issues Surrounding Teaching and Learning
- Aligning Content, Assessment, and Instruction to Promote Accomplishment, Belonging, and Engagement
- Chapter 9
- Supporting Upper Elementary Students: Developmentally Appropriate Practice, Professionalism, and Advocacy
- A Framework of Upper Elementary Developmentally Appropriate Practice
- Actions of Students
- Actions of Teachers
- Characteristics of the Classroom Environment
- Characteristics of the Teaching and Learning Process
- Professional Identity
- Becoming Upper Elementary Teachers
- Supporting Upper Elementary Teachers in the Profession
- National Board Middle Childhood/Generalist Certification
- Advocating for Upper Elementary Children
- Compiling and Encouraging Research on Upper Elementary Children and Teaching
- Examining Policies and Practices
- What Can You Do for Upper Elementary Children?
- Developmentally Appropriate Practice
- Professional Identity for Upper Elementary Teachers
- Advocacy
- References
- Index.